The purpose of this quantitative research was to measure Latino dual language program participants’ attitudes and beliefs about their two-way program, language proficiency, intentions to enroll in post-secondary education, secondary coursework, and work/career orientations. The significance of the study is that it provided additional research as educational policy makers are continually seeking methodologies and programs that increase educational outcomes for Latino students, specifically for second language learners. This study meets a critical need in the dual language education field by providing updated data analysis on the impacts of dual language programs on participants as well as a comparative analysis for non-dual language participants. Dual language research has primarily focused on K-6 students attending dual language programs. This study specifically targeted students that have participated in a dual language program for 6+ years and analyzes differences between the comparison groups. The study included 78 Latino high school students in a western state. The results of the study indicated that native Spanish speakers that attended a dual language program for six or more years have higher levels of Spanish proficiency and bilingual skills than their native Spanish speaking peers that did not attend a dual language program. There were no significant findings between the two groups on self-reported academic outcomes, post-secondary intentions, or career interests. Implications for practice include: the need for more STEM offering as there was a strong interest in STEM related careers from both groups of Latino respondents, an interest in a career in education from dual language respondents, and the need for more dual language programs to serve ELL students. Recommendations for further research include: continued research in the area of secondary dual language participants in relation to academic outcomes and post-secondary enrollment.